Specific application of emotional stimulation methods when working with children with intellectual disabilities.

• Main Author: O. M. Verzhykhovska
• Format: Article
• Language: English
• Published: Kamianets-Podilskyi National Ivan Ohiienko University, National Academy of Educational Sciences of Ukraine, G.S.Kostiuk Institute of Psychology 2018-02-01
• Series: Проблеми сучасної психології
• Subjects: children with intellectual disabilities; methods of pedagogical emotional stimulation; methods of emotional stimulation; means of emotional stimulation.
• Online Access: http://journals.uran.ua/index.php/2227-6246/article/view/156490/155893
• ISSN: 2227-6246; 2663-6956

The article deals with specific application of the methods of emotional stimulation when working with school children with intellectual disabilities. In particular, attention is drawn to the fact that children’s educational developmentis accompanied by the identification of positive or negative reactions. Positive conditions increase the level of work capacity and general awareness, in children with intellectual disabilities, on the other hand, negative conditions reduce their activity; adversely influence their labor activity and behavior. Positive emotional tone is supported by quite a variety of incentives that help avoid manifestations of anxiety, mental tension, emotional stress, etc. in children with intellectual disabilities. It is impossible to completely rule out the negative factor, but the means of emotional stimulation mitigate and neutralize it. The main issue concerning the psychological characteristics of negative emotional states in children with intellectual disabilities is their description and analysis. Particular attention in the article is drawn to the fact that the correctional teacher should be the bearer of positive emotions, positive mood and states, in particular, it is important that the correctional teacher should not only reveal negative states, which can be found in children with intellectual disabilities in the process of their inclusion in different activities, but should also correctly organize corrective work, taking into account methods and means of emotional stimulation. The most important part of this article concentrates on the problem regarding the peculiarities, structure and stages of emotional stimulation in children with intellectual disabilities. This method is the most effective when working with children with intellectual disabilities, i. e. it is used in a special school, starting with junior grades.